Abstract

It’s important to grasp learning strategies in order to improve learning effect. There are many kinds of classification of learning strategies. This paper mainly covers the angles of the relationship between the learning strategies and cognitive process and the classification of knowledge in domains of learning. From the perspective of the relationship between the learning strategies and cognitive process, social-affective strategies are seldom concerned as one kind of language learning strategies. In fact, social-affective strategies play an indispensable role in actual English learning. Furthermore, reading strategies are important components of English learning according to the classification of knowledge in domains of learning and high percentage of reading comprehension in professional or non-professional English examinations. This thesis is mainly on the application of the social-affective strategies in English reading learning in order to improve English reading efficiency and English reading level.

Keywords: learning strategies  social-affective strategies  reading strategies  efficiency

摘要

要提高学习效果，学习策略很重要。学习策略有很多种分类方式，而本文的探讨主要涉及了学习策略与认知过程的关系及学习领域的分类两个角度。从学习策略与认知过程的关系来看，作为语言学习策略的一种，社交情感策略极少被人关注。事实上社交情感策略在实际的英语学习中起着不可缺少的作用。另一方面，从英语学习领域的分类以及专业和非专业英语考试中阅读所占百分比来看，我们不难发现阅读策略也是英语学习这一领域的重要组成部分。因此，本文将通过对社交情感策略，阅读策略的分析，来探究如何将社交情感策略应用在英语阅读学习中以提高阅读学习效率及阅读水平。

关键词: 学习策略；社交情感策略；阅读策略；效率

1.1 Research Background
    In recent decades, applied linguists embarked on putting more emphasis on “learning and learners” rather than “teaching and teachers”, bringing about a significant change which was reflected in diverse means in language teaching and learning. More attention is put on the learning strategies.
    Since the American linguist Krashen proposed the “Affective Filter Hypothesis” , more and more scholars and teachers began to focus on exploring emotional problems. Krashen believes that it does not mean that with a large number of suitable input environments you can learn the target language easily. In the second language acquisition process, inner subconscious processing system prevents the language learners from absorbing by emotional factors. Therefore, the input language is not consistent with the output language, emotional factors that accelerate or impede language acquisition. Emotional factors are a complicated set of psychological factors in combination with uncertainty and variability.